Traffic Signal System Misconceptions across three Cohorts
Traffic Signal System Misconceptions across three Cohorts
复制标题
三个群体对交通信号系统的误解
DOI：
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复制
发表时间：
2014
期刊：
影响因子：
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通讯作者：
M. Kyte
中科院分区：
文献类型：
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作者：
D. Hurwitz;Shane A. Brown;M. Islam;Kelvin Daratha;M. Kyte
研究证据和情境知识理论都表明，学生从工程专业毕业后没有为工程劳动力做好准备。来自不同领域的概念清单结果也表明，学生不理解工程，数学和科学的基本概念。这些问题可能源于不同的知识缺陷：一个是缺乏概念理解，另一个是缺乏应用知识。在试图解释的模式在三个队列的误解，本文的研究目标是确定误解（知识的现象是持久的和不正确的）相关的交通信号操作和设计跨队列的新手工程专业的学生，专家工程专业的学生，和执业工程师。结果表明，三个队列中有三种误解模式（减少，增加和无变化）。减少误解的模式可以用传统的学习模式来解释，这种模式表明通过额外的教学和学生的任务时间来提高理解。对于那些特别复杂和令人困惑的概念，错误概念的增加模式出现了;实践工程师产生了更复杂的答案，这些答案大多是正确的，但包括尚未在文献中证明的跳跃和猜测。保持不变的误解频率往往包括没有国家标准要求或隐藏在自动化流程中的主题。识别和记录这些群体中存在的误解的过程是开发数据驱动课程的必要步骤。从本研究中确定的四个误解的概念练习的一个例子也被证明。
Both research evidence and theories of situated knowledge suggest that students are not prepared for the engineering workforce upon graduation from engineering programs. Concept inventory results from diverse fields also suggest that students do not understand fundamental concepts of engineering, mathematics, and science. These concerns may result from different knowledge deficiencies: one from a lack of conceptual understanding and the other from a lack of applied knowledge. In an attempt to explain the patterns in misconceptions across three cohorts, the research goals of this paper are to identify misconceptions (knowledge about phenomena that are persistent and incorrect) related to traffic signal operations and design across the cohorts of novice engineering students, expert engineering students, and practicing engineers. Results indicate three misconception patterns (decreasing, increasing, and no change) across the three cohorts. The pattern of decreasing misconception can be explained by a traditional model of learning that suggests improved understanding with additional instruction and student time on task. The pattern of increasing misconception appeared for concepts that are particularly complex and confounding; practicing engineers produce much more complex answers that are mostly correct but include leaps and speculations not yet proven in the literature. Misconception frequencies that stay the same tend to include topics that do not have required national standards or that are buried in automated processes. The process of identifying and documenting misconceptions that exist across these cohorts is a necessary step in the development of a data-driven curriculum. An example of a conceptual exercise developed from four misconceptions identified in this study is also demonstrated.
DOI：
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发表时间：
1991-02
期刊：
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影响因子：
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作者：
D. Schunk
通讯作者：
D. Schunk